Cooperative Learning Using Technology Issues, Trends, & Successes

Cooperative Learning Type of Collaborative Learning Student to student interaction Knowledge is gained from shared communication, negotiation, and production Based on PIES system Students work in heterogeneous small group settings to complete a structured activity Students are responsible for individual as well as group learning Instills strong sense of comradeship Encourages the sharing and restructuring of ideas Creates a sense of interdependence Engages students in peer tutoring Improves problem solving skills Dependent upon the supportiveness of participants

Trends in Education Between 2005 and 2010, the majority of the research conducted focused on web-based or classroom computer-aided cooperative learning environments (Kesser & Ozdamli, 2012) Experimental research methods were employed Studies found cooperative learning with technology use beneficial to student learning Research indicates that meaningful activities and situated cognition are important components of successful cooperative learning (Schulz-Zander & Dalmer, 2002) Computers provide a wealth of information that allows students to be less dependent on teachers (Tan, Gallo, Jacobs, & Lee, 1999) Students are more able to work together to find and share knowledge Students are able to learn how to use technology while learning collaborative skills at the same time Student lead learning pushes students to clarify and rethink their ideas https://www.teachingchannel.org/videos/technology-and-peer-teaching

Supporting Literature Belderrain (2006) investigated the relationship between technology and learning. Online learning provides students with an audience to explore topics or enhance writing skills Technology allows students to get virtually acquainted with one another Podcasting and Wikis are highly engaging, providing cooperative learning opportunities Chu and Kennedy (2011) investigated the effectiveness of Wikis and Google Docs as collaboration tools for cooperative learning environments. Cooperative, collaborative learning requires joint intellectual efforts among students Tools provide opportunities for students to co-create knowledge French, Shore, and Walker (2011) investigated learning preferences of students. Grouping configurations have an effect on achievement Cooperative learning encourages respecting a peer’s individuality Older students tend to prefer cooperative learning as compared to younger students Scheurerell (2010) investigated the effectiveness of technology on cooperative learning environments. Students gain more understanding creating with the use of technology than simply using a computer to research the internet Students are using the internet to collaborate and share ideas with one another

Supportive Online Tools According to Pitler, Hubbel, and Kuhn (2012), the following programs provide diverse opportunities for cooperative learning through the use of technology. Collaboration Software: modes for communication Ex: Titanpad, Facetime, Syncpad WebQuests: inquiry-oriented activities allowing for diverse location access Ex: Quest Garden, Zunal Webquest Maker, WebQuest Taskonomy Simulation Game: interactive environments Ex: Civilization V, Girls Inc. Team UP, The Sims Shared Bookmarking: teacher tool for project access Ex: Diigo, Google Bookmarks, Delicious, Evernote Course Management: discussion facilitation and presentation of information Ex: Moodle, Blackboard, Google Apps for Education

References Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498 Chu, S. & Kennedy, D. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4), 581-587. doi:10.1108/14684521111161945 French, L., Shore, B., & Walker, C. (2011). A theoretical context for examining students’ preference across ability levels for learning alone or in groups. High Ability Studies, 22(1), 119-141. Retrieved from http://eric.ed.gov Keser, H. & Ozsamli, F. (2012). What are the trends in collaborative learning studies in 21st century? Procedia-Social and Behavioral Sciences, 46(2012), 157-161. doi:10.1016/j.sbspro.2012.05.086 Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works. Retrieved from http://2www.ascd.org/publications/books/112012/chapters/Coopertive-Learning.aspx Scheuerell, S. (2010). Virtual warrensburg: Using cooperative learning and the internet in the social studies classroom. The Social Studies, 101, 194-199. doi:10.1080/00377990903493861 Schulz-Zander, R. & Dalmer, B. (2002). The role of ICT as a promoter of students’ cooperation. Journal of Computer Assisted Learning, 18(4), 438- 448. doi:10.1046/j.0266-4909.2002.002.x Tan, G., Gallo, P., Jacobs, G., & Lee, C. (1999). Using cooperative learning to integrate thinking and information technology in a content-based writing lesson. The Internet TESL Journal, 5(8). Retrieved from http://iteslj.org http://www.dailyteachingtools.com/images/StudentsJigsaw.jpg http://files.cooperativelearning.webnode.cn/200000040-8b07d8bfdf/CL.png http://image.slidesharecdn.com/cooperativelearningstructures-091022222251-phpapp02/95/cooperative-learning-structures-1-728.jpg?cb=1256268189 https://www.collegestar.org/modules/col/images/col_chart01_900.png http://image.slidesharecdn.com/powerpoint2-110927064301-phpapp01/95/infusing-cooperative-learning-with-technology-to-create-a-dynamic-social-studies-classroom-7-728.jpg?cb=1317124052